Explicit Phonics Lesson
ou/ow
Day 1
Phonemic Awareness:
We have
studied digraphs. What is a digraph? (2 consonants that come together to make a unexpected sound.)
Name the digraphs we have studied. ( sh, ch, th,
wh)
This week we
are going begin to study diphthongs. A diphthong is two vowels that make
one sound. Say diphthong. (students
respond) What is a diphthong? Two vowels that make one
sound. Repeat the definition after me.
A
diphthong is…..two vowels….that make one sound.
The diphthong
we are studying today is the “Ouch” sound. If you skin your knee and are brave,
but it really hurts, you would say /ou/. That is the “Ouch” sound.
I am going to
say some words. I want you to tell me if the /ou/ sound is in the word or not. For
example, if the word is cow, you would give me the thumbs
up signal because the word has the “Ouch” sound. If the word is cat, you would give me the
thumbs down signal because it does not have the /ou/ sound.
Pronounce these words to have the
students indicate if the word has the /ou/ sound:
out sour loud goat got house
blow our mouth boy horse shout
Spelling Generalizations:
Use ou at the beginning or in the middle of a word for the “ou” sound.
Use ow at the end of a word for the “ou” sound.
If a single l, n, el, or er follows the “ou” sound at the end of a word, use ow.
Decoding:
The sound /ou/
is most often spelled with ou
when it is in the beginning or middle of the word and ow more often when the sound is at the end of a word.
(Refer to the “Ouch” sound card.) Use two colors of markers to write /ou/ words
one spelling at a time on the board as the class sounds out and then blends the
words as a group.
now out round mouth
loud cloud how count
shout house mouse down
After the words are decoded, briefly
discuss meanings of words that may be unfamiliar to the students. Reread the
lines of words with the class. Then give clues and have the students tell their
buddy which word is the answer. Call on one set of buddies to give and spell
the answer. Circle the words on the board as they are given as answers. Clues
could be:
1.
You use this to speak…mouth
2.
To find out how many you must____…count
3.
The opposite of up…down
4.
A shelter…house
5.
The shape of the earth…round
6.
A rodent that likes cheese…mouse
7.
Tell me ____ you did that…how
8.
Condensation in the sky…cloud
9.
The antonym for in…out
10. Please don’t ____; I’m not deaf!…shout
11. The antonym for later...now
The last word (loud) is read by a student and used in a sentence.
This exercise will give practice in reading words with the /ou/ sound and will
help expand vocabulary at the same time.
Reading Decodable Text:
Use the Decoding Practice page for
imbedded text practice. Have the students count how many words they can find on
the page that have the /ou/ sound. Read the page one section at a time to the
students, have the class read it chorally, and then have buddy A read to buddy
B. Then B will read to A.
Day 2
Review:
Review the definition of a diphthong (2
vowels that work together to make a sound.) Review the ou /ow sound using the “Ouch” Sound
Spelling card introduced yesterday. Be sure to refer to the sounds as the “Ouch” sound.
Phonemic Awareness:
I am going to say a word that has the /ou/ sound. I want you to tell
me if the /ou/ sound is at the beginning, in the middle, or at the end of the
word. For example, if the word is out,
you would give me the signal for the sound /ou/ being at the end of the word. (Use thumbs up for beginning, thumbs down
for ending, and right hand between the thumb and fingers of the left hand for
middle.)
Pronounce these words to have the
students indicate where in the word the /ou/ sound is heard:
cow shout now found town how
Frown our mouse clown ouch chow
Decoding:
Write the following words on the board
as the students sound and blend into words (see Day 1. Use buddy strategy for
more student engagement.)
hound sprout south crown
clown proud vow bounce
pound around ground about
Use these clues or
make up your own (be sure to push the vocabulary factor):
1.
Something worn by a king or queen…crown
2.
A person who paints his face and entertains…clown
3.
Another word for dog…hound
4.
To make a promise...vow
5.
When a seed starts to grow…sprout
6.
The direction opposite of north…south
7.
Synonym for earth…ground
8.
To hit something and make it jump back to you…bounce
9.
A certain measurement of weight …pound
10. To be on all sides…around
11. There are ______ twenty children
in my class…about
Have
a student read the last word (proud) and use it
in a sentence.
Reading Decodable Text:
Have student Buddies practice reading
the ou/ow phrases. (You will need at least one copy for each pair of students.)
Day 3
Review:
Use Sound Spelling cards to review
diphthongs ou and ow. Have words with these spellings on flashcards (about 8)
to quickly practice decoding.
Word
Building:
Using a pocket chart and letter cards
or magnetic letter tiles work through the word chain:
shout found how town
out hound vow down
our pound now clown
sour bound sow crown
hour sound cow
house round
mouse
louse
loud
cloud
Reading Decodable Text:
Have student Buddies practice
rereading the ou/ow phrases. (You will need at least one copy for each pair of
students.)
Day 4
Review:
Review quickly the definition of a
diphthong, and the sounds of ou and ow. Have the students give words that have
these target sounds. List them on the board with the students’ help in spelling
them.
Encoding:
Use the dictation procedure.
1. ou sh ow ŏ ch
2. cow
now how
3. out
shout pout
4. power campground
5.
We found a flower crushed on the
ground.
Reading Decodable Text:
Provide
students with copies of ou/ow sentences.
Have them locate and circle words with the ou/ow spelling. Then practice
reading the sentences with buddy strategy.
Day 5
Review:
Review quickly the definition of a
diphthong, and the sounds of ou and ow using the sound spelling cards. Using
about a dozen word cards, have Buddy A read the first word and tell a sentence
using the word to Buddy B. Call on one Buddy A to share their sentence. Then
for the next card, Buddy B reads and tells a sentence using the word to Buddy
A. Continue until all the word cards have been used.
Encoding:
Use the dictation procedure:
1. ow
ŏ ou oy ō
2. crowd shout sprout
3. frown power south
4. thousand amount
5. The
bill for the couch was a thousand dollars.
Reading Decodable Text:
Reread ou/ow sentences and phrases using
the buddy strategy.
Decoding
Practice
cow now
town down frown
out
shout
round house
found
|
out
of town
shout
out loud
a
clown’s frown
brown
cow
1.
How now brown cow?
2.
Now is the time to shout out loud.
3.
We found it by the house.
4.
The little mouse is soft and brown.
5.
There was not a sound when the sun went down.
6.
The king’s crown is round.
7.
The clown frowned and ran all around.
8.
A gray cloud was near the ground.
ou/ow Phrases
1. found a mouse
2. a proud
boy scout
3. sound of
a shout
4. the
round tower
5. a sad frown
6. way down
south
7. a tall
clown
8. a brown
owl
9. count
out loud
10. around the town
11. a big brown cow
12. a very loud sound
13. out for now
14. found a cow
ou/ow Sentences
1.
The cow went around the mountain.
2.
There were no clouds until sundown.
3.
The clown made a vow not to be too loud.
4.
There was a loud growl under the house.
5. We live in a house in town.
6. His shout was very loud.
7. A shower of rain helps the flowers.
8.
He had a sour pickle in his mouth.
9.
The little girl sits on the ground and pouts.
10.
The last bus to town was crowded.
11.
The loud sound came from the dark cloud.
12.
Now the first drops of the shower fall.
13.
We found out how to plant the flowers.
